04051002171 The effects of performative techniques on teachers‟ classroom practices and professional values Voices from EFL teachers in a private school in Vietnam
Background and rationale for the research
I would probably still make as much [money] if I quitted this job and worked in a private English center, right?
A former colleague, an English as a Foreign Language (EFL) teacher at a private school, expressed her frustration after receiving yet another assignment added to her already extensive to-do list This list included tasks such as inputting and processing student test scores for reports and preparing for an upcoming formal observation.
The teaching contest attended by the school board inspired my research, highlighting the common struggles faced by many teachers Their increasing workload, concerns, and feelings of demoralization are not isolated incidents but rather a reflection of the broader impact of neoliberalism and performative techniques on the teaching profession.
In recent decades, a neoliberal agenda has significantly influenced public life, particularly in education, through marketization, competition, choice, and accountability (Clarke, 2013) This shift has led to various global educational policies and reforms aimed at improving quality and increasing teacher accountability, ultimately reshaping teachers' everyday practices and professional identities (Connell, 2009) Central to these changes is the ideology of performativity, which redefines the value of education based on the 'performances' of students, teachers, and educational organizations.
This emphasis on the display of quality is determined and measured using
―key performance indicators, rankings and evaluations‖ (Frostenson & Englund,
The year 2020 marked a significant shift in education, influencing policies, organizational systems, curricula, and the practices of professionals within the field This period saw an increase in centralized control over curricular decisions, affecting all facets of the educational landscape.
Students are required to meet two mandated core standards, which are assessed through high-stakes testing to evaluate and compare their achievements (Clarke, 2013) Consequently, data and numerical metrics have become increasingly significant in shaping educational governance, leading to a greater emphasis on the production, evaluation, and comparison of student performances globally (Connell, 2013).
Teachers are facing new responsibilities and challenges due to policies aimed at improving educational outcomes, which have led to increased scrutiny regarding the quality of teaching (Connell, 2009, 2013) The introduction of teacher competencies and standards has significantly impacted their work, autonomy, and personal experiences (Clarke, 2013) While some teachers have shown resistance to these changes (Moore & Clarke, 2016), many have also adapted to these norms, demonstrating a performative subjectivity as these practices become normalized in the educational landscape (Englund & Gerdin, 2019).
Research on 'performativity in education' has largely concentrated on Western countries such as the U.K., U.S., and Australia, where educational reforms prioritize data-driven outcomes and performance metrics In contrast, there has been limited investigation into non-Western contexts like Vietnam, despite the potential presence of similar performative structures This study aims to fill that gap by providing a detailed examination of the everyday experiences of Vietnamese EFL teachers under performativity, focusing on how they interpret changes in their work and identities Utilizing an ethno-case study approach, the research will employ interviews and observations as data collection methods to explore these significant policy changes.
The introduction of learning standards and new Teacher Professional Standards has significantly influenced how EFL teachers conduct their English classes These standards govern lesson plans and classroom activities while assessing teachers' capabilities and performance Additionally, the extensive use of data in this context is a key factor that distinguishes this case within the local Vietnamese setting, making it a valuable subject for investigation.
Research questions
The study addresses the following research questions:
1 How are performative techniques realized and practiced through the policy changes of the school in context?
2 What are the impacts of these changes, as perceived by teachers themselves, on their life, work and subjectivity?
This research utilizes observation and semi-structured interviews to explore the implementation of new educational policies within a private school's EFL department in Vietnam It examines how teachers adapt to, adopt, and sometimes resist the dominant performative logic and discourses The findings are contextualized within the specific educational setting, providing critical insights for further discussion.
Scope of the study
This study examines the perceptions of EFL teachers at a private secondary school in Vietnam, owned by a corporation with multiple campuses nationwide It highlights the implementation of new policies focused on performativity and datafication, which all campuses must adhere to By concentrating solely on EFL teachers at this specific campus, the research aligns with the principles of an 'ethno-case study,' aiming to provide a rich, unique description of their experiences in EFL education, distinct from other subjects Additionally, the study emphasizes the role of performativity within the broader socio-economic context of Vietnamese education.
4 deciphering the participants‘ reactions, does not attempt to cover how performativity is in effect in the whole national education landscape
This ethno-case study focuses on teachers' experiences during the first year of newly introduced policies, rather than tracking changes or impressions over a longer period Data collection occurred in the final three months of the 2022-2023 school year, where interviews allowed teachers to express their thoughts and reflections on their working environment throughout the year.
Significance of the study
This study aims to explore how EFL teachers navigate and interpret the newly established performative culture driven by recent school policies, revealing its mechanisms and extensive effects on their professional lives and identities By documenting teachers' reactions to these policies and their consequences, the research seeks to enhance the understanding of performative technologies and the broader neoliberal influences in education, particularly regarding the increasing emphasis on data practices Focusing on a private EFL department in Vietnam, the study aspires to provide insightful findings that contribute to the existing literature, which predominantly examines public education and Western contexts.
Understanding the complexity of educational policies is crucial for resistance efforts, as it reveals the varied reactions of teachers This insight serves as a foundation for developing critical approaches to address the negative aspects of performative techniques The findings highlight teachers' perspectives on how school policies impact their teaching methods, well-being, and professional identity, urging stakeholders to recognize and address these issues effectively.
5 adjustments, as well as calling for further examination of performative agendas in other institutions and aspects in the local Vietnamese education.
Organization of the study
The study is organized into five chapters
In Chapter 1 – Introduction, I present an overview of the research's background, significance, and scope, along with my motivations and specific aims Chapter 2 – Literature Review explores the scholarship on performative techniques and teacher professionalism, integrating both theoretical insights and empirical perspectives while introducing key concepts and frameworks that inform the research development.
Chapter 3 outlines the research methodology, detailing the setting, participants, data collection, and analysis methods, along with the justifications for these choices Chapter 4 presents the findings related to the two research questions and discusses their significance in relation to existing literature Finally, Chapter 5 summarizes the study, highlighting its implications, limitations, and providing recommendations for future research.
Performative techniques in education
Neoliberalism is an influential ideology that impacts various sectors of modern life, defined as a political economic theory advocating for the enhancement of human well-being through the promotion of individual entrepreneurial freedoms and skills This approach emphasizes the importance of a robust institutional framework that includes strong private property rights, free markets, and free trade.
In 2005, education began shifting from a traditional public welfare model to one more aligned with private sector methods, culture, and ethics Du Gay (1996) characterizes this shift as a more hands-off and self-regulating form of regulation This transformation is evident in various educational reforms worldwide, driven by the ideology of 'performativity,' which emphasizes measuring the value of individuals and organizations based on their performance and quality displays (Ball, 2003).
Performative techniques, hence, refer to all the tools that can be used to
The performances of individuals and schools are translated into formal numerical records to showcase quality and facilitate comparisons and evaluations (Frostenson & Englund, 2020) Research indicates that the teaching profession is increasingly viewed through a data-centric lens, with teachers expected to generate measurable outcomes (Lewis & Holloway, 2019).
‗quantifiable version of the teaching self‘ (Buchanan & McPherson, 2019, p 28) - the datafied teacher (Lewis & Holloway, 2019)
Performative techniques encompass various tools and methods aimed at establishing and sustaining performance-based accountability (Grek et al., 2020) In educational settings, this involves the enforcement of standards and objectives within the curriculum, which dictate the knowledge and skills students must attain at various stages of learning (Darling-Hammond, 2006; O'Neill, 2015) Consequently, the implementation of these standards leads to a transformation in assessment practices.
External standardized tests are implemented throughout the school year to assess students' learning quality and generate essential data for setting future targets (Kamens & McNeely, 2010; Lingard et al., 2016) Regular self-assessments are also conducted to monitor progress towards these targets, with reports provided to stakeholders (Hall & Sivesind, 2014; Ozga & Grek, 2012) Additionally, new contracts between schools and authorities focus on student test scores and passing rates, enabling the introduction of corrective measures, including incentives, sanctions, and close monitoring to meet these targets (Bezes, 2005; Figlio & Loeb, 2011).
Data infrastructures and databases are essential tools for documenting progress and performance in educational systems, highlighting the growing trend of "datafication." This term refers to the transformation of all aspects of education—such as schooling, teachers, and students—into data that must be collected, analyzed, monitored, and managed The increasing presence of these tools in education warrants significant attention due to their novelty and rapid adoption worldwide.
The rise of a hyper-accountability culture in education has led to the emergence of the "datafied teacher," who is increasingly required to base their teaching methods on quantitative data, such as test scores and evaluative rubrics (Keddie, 2014; Bradbury & Roberts-Holmes, 2017) Modern digital practices have made data collection and storage more efficient, amplifying its influence in education and shaping perceptions of both teachers and students This "data profile" fosters a culture of continuous monitoring and surveillance, creating an environment where behaviors are constantly assessed and compared (Lupton & Williamson, 2017).
The tools and techniques discussed are crucial for my study, providing insights into the changes resulting from new policies in the research setting and aiding in addressing the first research question Additionally, the introduction of performative techniques, such as learning and teacher standards, along with innovative data practices for documenting evidence and processing assessment data, will be further detailed in the findings section of the study.
Related studies on performative techniques‘ impact on teaching and teachers
Extensive research highlights the impact of performance evaluation techniques on teaching and educators Specifically, the display and comparison of performance metrics enable the performativity framework to shape and enhance efficiency in input-output dynamics (Perryman, 2009) This focus on outputs and efficiency not only affects teachers' daily practices but also contributes to the emergence of new identities among educators (Ball, 2003).
Emerging teaching practices involve new surveillance methods, such as appraisal systems and target-setting, which reshape teachers' roles into that of producers or providers (Ball, 2003) This shift reflects a 'performative society' where knowledge is commodified, significantly impacting the dynamics between learners, learning, and knowledge Consequently, teachers face challenges related to the externalization and desocialization of knowledge (Lyotard, 1984) Additionally, these practices lead to increased workloads due to the demands of monitoring, data collection, and evidence gathering.
Another change to teaching practices that Ball (2003) also points to the rise of fabrications produced purposefully to showcase effectiveness instead of truth On the
Organizations exhibit a dual response to surveillance technologies: they resist by evading monitoring while simultaneously conforming to the performative demands of the system Although these technologies aim to enhance transparency, they can inadvertently lead to the opposite outcome, influenced by the organizations' specific positions within the system.
‗market‘, the impact of performativity could vary
Performative techniques that visualize teacher performance enhance educators' awareness of their actions and their potential impact (Liew, 2012) This approach facilitates increased comparison, oversight by management, and competition among teachers (Frostenson & Englund, 2020) Consequently, teachers are encouraged to view themselves as individuals focused on self-improvement, productivity, and excellence, leading to a calculated approach to their professional lives (Ball, 2003).
217), representing the contradiction of organizations and individuals appearing more autonomous, but in fact more self-regulated than ever
In this system, teachers face heightened uncertainty and confusion as they are continuously monitored, evaluated, and held accountable to rapidly evolving demands and responsibilities, which significantly affects their physical and mental well-being (Hebson et al., 2007; Lambert & Gray).
2022, Acuủa, 2022) Besides, the constant need to adapt to new practices, which might or might align with teachers‘ own values, also triggers negative feelinsg like frustration and powerlessness (Tsang & Kwong, 2017)
Studies indicate that the strong focus on objectivity and neutrality in education often leads to teachers feeling that the emotional and humanistic aspects of their profession are overlooked (Perold et al., 2012) This creates ambiguity regarding the true motivations behind actions taken in the classroom, raising questions about whether they are driven by genuine importance and meaning or merely by the need for documentation and measurement (Ball).
Internal conflicts and feelings of demoralization among teachers can significantly impact their self-image and professional identity, especially when current results are equated with success.
Teachers often experience self-doubt and shame when they feel they do not meet their own standards of what constitutes a good educator, as noted by Falabella (2020) This internal pressure is compounded by the fear of being perceived as incompetent by others, as highlighted by Brown et al (2018).
Many past studies have portrayed performative techniques negatively, viewing them as a source of distress for professionals (Ball, 2003) Teachers often express that these practices conflict with traditional values associated with their role (Down et al., 1999) Issues highlighted include how management-imposed practices erode the humanistic values of teaching (Jeffrey, 2002) and negatively impact "teacher identities, self-images, autonomy, trust, possibilities of self-regulation, meaning of work and commitment to teaching" (Frostenson & Englund, 2020, p 3) However, recent perspectives have emerged that offer a more balanced view of teachers' experiences in the performative era For instance, Holloway and Brass (2018) describe a 'post-performative' era where accountability discourses and performativity processes become normalized and rationalized over time.
Holloway (2021) and others argue for a reevaluation of neoliberal principles and their impact on educators, urging us to avoid harsh judgments based on assumptions This approach allows for a deeper understanding of the profession and its underlying motivations.
These studies were crucial in identifying the various ways performativity impacts teaching and teachers' self-perception, which is essential for addressing the second research question.
Teaching as a profession and teacher professionalism
To achieve a thorough understanding of teacher professionalism, it is essential to consider the historical, political, and social changes that influence its evolving definitions The concept of 'good teaching' has varied significantly across different time periods (Connell, 2009).
Professionalism is defined as the qualifications and competencies necessary for successful occupational practice (Englund, 1996) Sociologists from the 1950s and 1960s identified key qualities of a profession, including skills grounded in a strong theoretical foundation, necessary certification for education and training, a code of conduct aimed at serving the public good, and a robust professional organization (Whitty, 2000; Millerson, 1964) Additionally, Demirkasımoğlu (2010) highlights the importance of self-control through ethical codes and individual autonomy as essential characteristics of professionalism Autonomy, in particular, is emphasized as a core component, empowering individuals with decision-making authority in their roles and enhancing their personal and professional identity.
Probably the most substantial change in our understanding of teacher professionalism is related to the shift from the old ‗occupational‘ to the new
Organizational professionalism, as defined by Evetts (2009), contrasts with occupational professionalism, which is rooted in the autonomy and judgment of practitioners In occupational professionalism, trust-based relationships between employers and clients allow practitioners to exercise authority rather than control, with operational controls guided by professional ethics and monitored by relevant institutions Conversely, organizational professionalism is dictated by management from a top-down perspective.
―increased standardization or work procedures and practices and managerial controls‖ and control exerted by ―externalized forms of regulation and accountability measures such as target setting and performance review‖ (Evetts, 2011, p 408)
In critical research about this changing nature of professionalism, Holloway
In studies examining the relationship between teachers and educational policies, a key distinction is made regarding the framing of teachers' roles They can be viewed either as "subjects of policy" or as "actors with varying degrees of agency," which is a central focus of my research.
When examining the impact of policies on teaching practices, it is crucial to differentiate between policies and practices, and to consider whether teachers are being positioned as needing defense Investigating and critiquing potentially harmful techniques is essential for prioritizing the well-being and empowerment of both teachers and communities Additionally, it is important to acknowledge that the identity of the 'teacher subject' is shaped by evolving discourses and is open to constructive critique (Holloway, 2021).
I align with Whitty's (2002) perspective on professionalism, emphasizing the importance of examining the current characteristics of teaching rather than adhering to an idealized standard He suggests that various interpretations of teacher professionalism in the twenty-first century should be viewed as competing perspectives This approach reflects my belief that individuals' perceptions of educational policies and reforms are significantly influenced by their personal beliefs, backgrounds, and the specific contexts in which these changes occur.
Theoretical framework of teacher subjectivities governed by performative
The concept of 'new professionalism' in education, as explored by Englund and Gerdin (2019), highlights how performative techniques influence teachers' perceptions and acceptance Their work details the various roles these techniques play and the psychological mechanisms that encourage teachers to willingly engage in subjectivising work This transformation illustrates how 'technologies of domination' evolve into 'technologies of the self' (Foucault & Blasius, 1993), shifting from mere repressive forces to empowering tools that enable teachers to enhance their professional identity.
This framework provides a nuanced understanding of how teachers perceive the impact of performativity on their lives, work, and subjectivity By examining these mechanisms, I can identify the motivations behind teachers' interactions with performative technologies, whether they conform or resist This perspective recognizes teachers as agents with agency, enriching the research findings with deeper insights.
The CMIS-framework outlines how performative technologies serve various functions, each engaging teachers' self through unique psychological mechanisms This interaction leads to different forms of subjectivising work by teachers, who align their behaviors with performative standards.
The CMIS-framework (Englund & Gerdin, 2019)
Roles of performative technologies Main mechanisms Subjectivising work (i) Construct and tie teachers to predefined adjudicating criteria
(ii) Construct teacher (in)visibilities Self-esteem Mirroring
(iii) Construct and materialise identifiable values and ideals
(iv) Construct competitive milieus and idealised teacher
The first mechanism, known as subjectivising through compliance, illustrates how performative technologies pressure teachers to align with externally set priorities This compliance stems from a sense of dependence, compelling educators to follow established norms and exhibit desired traits to receive rewards or evade penalties.
Performative technologies are essential in establishing and enforcing educational norms through their quantifiable nature, utilizing objective evidence and statistical analysis to assess educational effectiveness Mechanisms such as test regimes, rankings, and graded observations facilitate the comparison and categorization of students, teachers, and schools, often leading to punitive measures for those who underperform Conversely, those who meet the established criteria can reap significant monetary and professional rewards Thus, while performative technologies can serve as tools of oppression, they also provide incentives and satisfaction for individuals and institutions that conform to these standards.
The second mechanism, known as subjectivising through mirroring, highlights the significance of visual representations created by performative technologies Teachers, motivated by a desire for positive self-esteem, engage in self-reflection and self-discipline to enhance their visual portrayal, resulting in a captivating gaze through these technologies (Knights & Clarke, 2014; Moore & Clarke, 2016).
Performative technologies serve as surveillance tools in education, exemplified by school inspections and formal observations These practices create a normalized visibility for schools and teachers, placing the teaching profession under unprecedented public scrutiny The continuous observation can hinder teachers from expressing their authentic selves, leading to ontological insecurity and heightened feelings of inadequacy, incompetence, and self-doubt.
2003) In turn, these self-perceptions might prompt them to further engage in subjectivizing work on themselves, not just to gain fame but also to avoid public humiliation
The third mechanism, known as subjectivising through identification, examines how performative technologies create heteronomous norms that individuals can relate to This approach emphasizes the importance of internal identification over external incentives or the pursuit of positive self-image.
15 esteem, this mechanism operates by evoking feelings of congruence, relevance, and personal significance from teachers
Teachers view performative technologies as both measurement tools for student success and solutions to achieve desired outcomes This integration into education makes it challenging to resist practices that have become normalized as standard and beneficial As teachers become accustomed to these ideals, they may struggle to resist market-driven thinking and the language of performativity in their professional roles.
The last mechanism explores how performative technologies indirectly govern by fostering market-based competition among teachers, who are supposed to be
In the educational market, autonomous actors embody neoliberal ideals of continuous improvement and individual agency Performative technologies create competitive environments that motivate teachers to seek personal fulfillment and autonomy while navigating their regulated freedom through self-monitoring and assessment tools This approach leads to an indirect form of governance, where teachers are positioned against one another, fostering accountability and peer control.
Performative technologies, when crafted as external influences, create symbolic representations of the 'ego ideal,' motivating individuals to pursue their ideal selves and alleviating the discomfort of their struggles These technologies inspire people to chase their dreams and function as autonomous rational agents, thereby significantly contributing to the formation of the neoliberal subject—a calculating, instrumentally driven 'enterprise man,' as articulated by Ball (2003).
The local perspective and research gap
This section explores the connection between performativity and professionalism in the context of education and English Language Teaching (ELT) in Vietnam, focusing on two levels: the broader national context and the specific environment of private educational institutions where the research is conducted.
The focus on English Language Teaching (ELT) in Vietnam is closely linked to economic demands and neoliberalism, particularly since the 'Doi Moi' reforms in 1986, which shifted the economy towards a market-oriented model This shift has elevated English to a high status as a foreign language, essential for employment and educational opportunities, as many top universities favor candidates with strong English proficiency, such as high IELTS scores English has become a mandatory subject in primary schools, and the Vietnamese Ministry of Education and Training (MOET) has implemented various reforms, including the significant investment of 500 million dollars in the National Foreign Languages 2020 Project, now extended to 2025, aimed at ensuring students achieve an acceptable level of English before graduation The emphasis on standardized English proficiency for learners and public employees reflects the broader trend of standardization influenced by neoliberal reforms globally.
Recent studies have begun to reveal the impact of neoliberal influences on the Vietnamese education system, particularly within higher education (Le Ha & Ngoc, 2020; Quang, 2022).
Neoliberal reforms have significantly advanced education and improved the Human Development Index (HDI) in Vietnam, but they also raise concerns about class-based inequalities and the educationalization driven by neoliberal capitalism In the English Language Teaching (ELT) sector, policy reforms have been criticized for disadvantaging linguistically minority students, while new ELT textbooks are seen as overly focused on test-oriented activities, reflecting the influence of standardization and high-stakes assessments Despite strict adherence to policy mandates, primary EFL teachers in Vietnam have demonstrated their agency by adapting these policies to better fit their classroom contexts.
This study aims to examine the effects of neoliberalism on education from the perspective of teachers, specifically in private institutions rather than public schools As a result, teachers in these private settings may perceive and experience the changes brought about by neoliberal reforms differently The operational model of private schools often resembles that of a business organization, potentially shaping their expectations and experiences regarding these educational reforms.
The Vietnamese private education sector has seen limited research focus, particularly concerning primary and secondary institutions, despite some studies highlighting the operations of private higher education (Hoang, 2019; Chau et al., 2022) Notably, a report by Glewwe and Patrinos (1999) utilized survey data from 1992, indicating a gap in contemporary analysis of the private education landscape in Vietnam.
In 1993, it was noted that children from higher-income families in Vietnam were more inclined to enroll in private schools due to their greater willingness to invest in education This observation remains relevant today Recent insights from L.E.K Consulting (2021) reinforce this trend, highlighting the ongoing impact of family income on educational choices.
Vietnam's private K-12 education market has seen significant growth, even amid the COVID-19 pandemic, with Hanoi and Ho Chi Minh City as its primary centers This market encompasses private national schools, bilingual schools (both budget and premium), and international schools Notably, the bilingual school segment has expanded rapidly, driven by rising income levels and an increasing demand for English-speaking curricula to facilitate students' aspirations for higher education abroad.
Weiner (2020) emphasizes the need for further research to enhance our understanding of teachers' experiences within the framework of new professionalism, particularly focusing on how their diverse backgrounds influence their relationship with professionalism This study aims to contribute to that understanding by examining how teachers in a private institution adapt to evolving policies and discourses.
Research design
Qualitative research methods
Qualitative research, as defined by Merriam and Tisdell (2015), emphasizes understanding how individuals interpret their experiences and the meanings they assign to them Given that my study aims to explore teachers' perceptions and interactions with performativity in relation to their professional values and practices, I find qualitative research methods to be the most appropriate choice for this investigation.
Reliability in qualitative studies refers to the extent to which other researchers can replicate findings through similar observations and analyses (Kirk & Miller, 1986; LeCompte & Goetz, 1982) Validity, on the other hand, focuses on accurately describing subjects and providing comprehensive data for readers to evaluate the analyses' validity and transferability (Thyer, 2009; Firestone, 1993) As Patton (1985) emphasizes, the goal of qualitative research is not generalization but rather to highlight the uniqueness of specific contexts, aiming to understand and communicate these settings authentically This study aligns with that aim by exploring participants' perspectives within their natural context, rather than seeking generalizable results.
Arksey and Knight (1999, p.55) emphasize the importance of demonstrating the reliability and validity of research by ensuring that methods are appropriate for the research purpose This chapter provides comprehensive documentation of design decisions and their justifications, enabling readers and independent researchers to assess the dependability of the study.
To enhance the reliability and validity of qualitative research, it is essential to follow Thyer's (2009) guidelines, which emphasize the use of triangulation with diverse data sources Providing a rich, detailed description while closely adhering to participants' verbatim accounts supports inferential statements Additionally, ensuring reflexivity and employing a guiding theoretical framework for verifying findings are crucial steps that will be elaborated on in the following sections.
Ethno-case study as a research design
This study utilizes a qualitative approach through the theoretically informed "ethno-case study," a hybrid concept introduced by Parker-Jenkins (2018) This method combines elements of ethnography and case study, employing traditional ethnographic techniques while being constrained by factors such as research duration, data engagement, and the breadth of findings.
Ethnography is regarded as a premier research method for exploring group cultures through participant observation In contrast, a case study provides an in-depth description and analysis of a bounded system, making it especially valuable for examining situations where the phenomenon's variables are intertwined with their context.
The term "ethno-case study" provides several advantages, such as establishing clear boundaries for researchers and setting expectations for readers regarding findings and interpretations This approach takes into account the limited research timeframe, the broader contextual factors, and the application of ethnographic techniques.
This study effectively meets the criteria for its research design by clearly defining its focus on Vietnamese teachers within the EFL department of a private school It also considers the broader context of the teaching system influenced by new performativity policies Additionally, the research is conducted over a limited immersion period, ensuring a thorough examination of the specific case.
The research involved a three-month data collection period at the site, utilizing ethnographic techniques such as observation, field notes, and interview transcripts The researcher, who was embedded within the community, had developed established relationships with the participants.
Research setting
Rationale for the selection of research setting
The research was conducted at a private secondary school in a major urban area of Hanoi, Vietnam, chosen for its unique characteristics that make it an ideal setting for this study.
The school under investigation implements various systems and policies that significantly regulate teachers' work, highlighting the impact of neoliberal reforms focused on performance and data This context provides a foundation for exploring how teachers interpret and manage their professional identities within such an environment.
During my time as an EFL teacher at the school, I conducted an ethno-case study that utilized observation as a key data collection method My role as a teacher allowed me to enhance the observation process, benefiting from the extended duration I spent working alongside my colleagues This experience provided both convenience and accessibility in gathering valuable insights for the study.
Description of the research setting
The school is a private institution in Vietnam that provides lower and upper secondary education, specifically for Grades 6 to 12 It is part of a comprehensive educational system that offers continuous learning from kindergarten through high school, with various individual schools located in different areas.
In 22 countries, schools operate under a unified framework, where each institution has its own leadership but adheres to a common set of rules and guidelines This standardization encompasses key decision-making areas such as curriculum choices, time allocation, coursebook selection, and assessment methods, ensuring that educational standards are consistently maintained across all schools.
English teaching in the school
English as a Foreign Language (EFL) occupies a significant portion of the school curriculum, accounting for nearly 30% of students' weekly learning time This highlights the importance of EFL instruction and underscores the vital roles and responsibilities held by EFL teachers.
The school's EFL program adheres to an international syllabus, distinguishing it from many Vietnamese public schools that typically utilize local English curricula Students are grouped into moving classes based on their English proficiency rather than age, allowing for a diverse mix of learners from different homerooms This flexible approach enables students to study at levels below or above their grade, such as Grade 6 students engaging with either the Grade 5 or Grade 7 curriculum Additionally, students who fulfill specific criteria can advance by two levels at the end of the school year, promoting a tailored learning experience.
The EFL department in the school
The EFL department comprises a diverse team of both Vietnamese and foreign teachers, all of whom must hold a bachelor's degree and/or certified credentials in English teaching In addition to the teaching staff, the department includes Heads of Department and teaching assistants, totaling approximately 50 staff members.
In-class teaching time is equally divided between Vietnamese and foreign teachers; however, Vietnamese teachers bear a greater share of responsibilities, particularly in communicating with parents in their native language In addition to teaching, EFL teachers are involved in creating lesson plans and materials, participating in meetings, grading, providing feedback to students and parents, organizing English-related events and contests, and offering additional tutoring for both struggling and gifted students, while many also handle homeroom duties.
Participants
The study involved 13 Vietnamese teachers from the EFL department, excluding foreign teachers due to limited opportunities for observation and interaction, as they work in separate staffrooms Additionally, foreign teachers experience different policies that affect their professional lives, such as exclusion from certain workshops and training sessions.
In this study, I utilized purposeful sampling to select Vietnamese teachers as participants, emphasizing the method's strength in providing an in-depth understanding of specific, information-rich cases (Patton, 2015) The approach employed was 'maximum variation sampling' (Glaser & Strauss, 1967), which aims to capture a wide range of experiences and shared dimensions within the educational setting (Patton, 2015) This method ensured a diverse representation of teachers, including both new educators and veterans, as well as varying roles and teaching practices, thereby enriching the research findings.
24 practice and some that have more struggles), allowing for more nuanced viewpoints and evaluations for the nature of ‗performativity and datafication‘ in the context.
Positioning the researcher and reflexivity
In this study, my prior experience as a teacher in the research site serves as a significant advantage, providing me with valuable insights into the English department and the teaching dynamics within the school Having worked there for two years, I have firsthand knowledge of the new performance policies, which can be complex for outsiders to navigate This familiarity not only enhances my understanding of these policies but also fosters a sense of trust and comfort among my colleagues, encouraging them to openly share their thoughts and feelings As a fellow EFL teacher, my position allows me to create a supportive atmosphere that facilitates honest communication and deeper engagement in the research process.
The 'insider' position in research can lead to potential biases due to close relationships with the research context and participants Acknowledging these challenges, I took steps to minimize biases throughout the research process During interviews, I actively sought clarifications from participants to avoid assumptions based on shared experiences, ensuring that my personal judgments did not influence the qualitative data collected.
Data collection and analysis
Data collection
Research data were gathered through field observation, semi-structured interviews and document analysis The collection of data through these three
25 instruments lasted for three months in total, at the end of the school year 2022-2023
Field observations were conducted in the staffroom and meeting rooms, where teachers engage in lesson preparation, assignment grading, and collaborative discussions about their teaching practices This allowed for the observation of teachers' planning, material selection, and daily interactions with colleagues and department heads in a natural setting To maintain authenticity, no audio or video recordings were made; instead, field notes captured teachers' ideas, opinions, and feelings regarding their teaching practices and professionalism within a data-driven culture Informal conversations between the researcher and teachers were also noted promptly, ensuring a smooth exchange without recordings The field notes adhered to the guidelines by Emerson et al (1995), documenting the physical environment, participants, and their interactions in detail Personal reflections were recorded separately to ensure clarity and avoid misrepresentation of participants' expressions.
Semi-structured interviews were conducted with teacher participants to gather their perspectives on the schooling system and the data-driven practices they engage with daily This method was selected for its effectiveness in qualitative research, providing a "rich and thick description" (Van Manen, 1990, p 152), and its flexibility allows for deeper exploration of intriguing topics The interview questions focused on two main areas: (1) background information regarding their experience as EFL teachers and their motivations for working at the school, and (2) the primary aspects of their teaching practices.
The study involved 26 participants who shared their opinions and feelings regarding two new policies: learning standards and teacher standards They discussed the changes they experienced and the impacts of these changes on their lives and work Additionally, participants reflected on how the new policies influenced their teaching philosophies, professional values, and relationships with others To ensure optimal comfort and understanding, interviews were conducted in Vietnamese, with note-taking and audio recording used with participants' consent After each session, the audio recordings were transcribed for analysis.
The study utilizes document analysis, a systematic method for examining both printed and electronic materials, including words and images, that are accessible without researcher intervention (Bowen).
This study analyzes a variety of relevant documents, including policy papers, written forms, personal reflections, lesson plans, photos, and texts These data points were utilized to triangulate findings, offering valuable historical insights and cultural depth.
This research investigates the realization of performative techniques in educational settings and how participants perceive changes in their classroom practices and professional values By utilizing field notes, documents, and interview questions, I gathered comprehensive information on the implementation of new policies and participants' perspectives on their teaching roles, including lesson planning, delivery, assessment, and evaluation, as well as their motivations, job satisfaction, relationships, and overall well-being within the context of the new performative regime in schools.
Data analysis
Data collection and analysis were conducted iteratively throughout the semester of the study Thematic analysis was utilized, which is a method for identifying, analyzing, and interpreting patterns of meaning, or "themes," within qualitative data (Clarke & Braun).
In 2017, researchers highlighted the significant flexibility of a particular method, which can be applied to nearly any data type This approach enables the formulation of themes that are both data-driven and theory-informed, leading to a deeper conceptual understanding of the data.
In this section, I present the procedure for the coding process on data from interview transcripts, field notes and documents, which employed two levels of coding (Braun & Clarke, 2006; Saldana, 2021)
In the initial coding phase, I meticulously reviewed each document line-by-line to become acquainted with the data and highlight significant quotes from participants I utilized both 'in vivo coding', which captures the participants' own words, and 'descriptive coding', which summarizes the core ideas using relevant nouns or phrases (Saldaña, 2021) Throughout this process, I prioritized maintaining the context of the codes to ensure accurate representation (Shenton, 2004).
In the second level of coding, I re-evaluated the initial list of codes to refine them by eliminating duplicates and consolidating similar codes into a single entry to enhance clarity and coherence.
After completing the coding process for all data collected from participants, the next step involved creating tentative categories and themes that synthesized the data and relevant literature, guided by the two research questions To ensure accuracy, I tested these categories against the data by examining negative cases and alternative explanations, comparing various sources and viewpoints This process led to the refinement of the wording and language used for the themes and categories Examples of the two coding types are provided below.
Examples to illustrate the coding process
Transcript text First-level coding Second-level coding Categories
[now I have the website, so teachers see the standards clearly and especially the connection between those standards
Standards provide clear guidance on the appropriate level of knowledge for each lesson, ensuring that the content is neither excessive nor insufficient This clarity helps in understanding the overall picture, as well as in both description coding and in vivo coding, which contribute to a coherent direction in the learning process.
The appeals of standard and data
Ethical considerations
Prior to the study, participants were provided with consent forms (see Appendix B) detailing the research's purpose and the methods of data collection, which included immersive observation and interviews They were informed about the measures in place to protect field notes and interview recordings, ensuring confidentiality and anonymity through the use of pseudonyms in data reporting Participants had the opportunity to ask questions for clarification and were made aware of their right to withdraw from the study at any time Data collection commenced only after participants signed the consent form, indicating their voluntary participation in the research project.
Findings
The intensification of performance-focused and data practices in the school
4.1.1.1 Performativity enabled and normalized in the context of a corporate-owned private school
The unique context of the private school in this study, owned by a corporation, significantly influences its management style, distinguishing it from public schools in Vietnam Teachers in this system share similarities with corporate employees, as they not only fulfill traditional educational roles but also undertake various non-teaching responsibilities, embodying the identity of corporate employees rather than merely being educators.
Prior to the implementation of new policies, an established system of surveillance, rewards, and sanctions has already been in place, reflecting the dynamics of corporate workplaces Teachers are familiar with concepts such as metrics, targets, and KPIs For instance, teachers are required to participate in regular observations, with two designated as 'official observations' each semester, resulting in a score that categorizes their performance as 'excellent,' 'good,' 'needs improvement,' or 'weak.'
The Classroom Observation Tool evaluates teacher performance using specific metrics developed by school management At the end of each semester, teachers conduct self-evaluations based on benchmarks available on their website, which must be approved by department heads Exceptional contributions, such as leading events or achieving student success in competitions, can lead to recognition and financial rewards, while non-compliance with conduct standards may result in disciplinary actions, including monetary sanctions Overall, the outcomes of these evaluations are expected to influence teachers' monetary compensation, including rewards, bonuses, salary decisions, and promotions.
The school utilizes various learning management platforms through websites and mobile apps to enhance communication between teachers and students, while also promoting parental involvement in monitoring their children's academic progress These platforms allow teachers to give real-time feedback on students' classroom performance via a comment/inbox feature, ensuring that parents have easy access to their children's educational information.
In Vietnam, the private school in question exemplifies a performativity regime characterized by increased surveillance and regulation, distinguishing it from the average public school Additionally, it is important to highlight that teachers at this private institution earn higher salaries compared to those in public schools.
Before discussing the study's findings, it is essential to contextualize the changes in teachers' practices and subjectivities within the existing managerial framework This school system operates as a private sector entity rather than adopting practices from it This distinction sets this study apart from much of the existing research on performativity in education, which tends to emphasize different aspects.
31 the public schools, meaning that results from this case study are meant to be consulted bearing in mind its special premise
4.1.1.2 Overview of two new standards centering on performances and data a) Students‟ learning standards
The introduction of a comprehensive set of learning outcome standards focuses on five key areas: Listening, Speaking, Reading, Writing, and Use of English These standards specify the expected achievements for students at the end of an academic year (Level Standards), after completing a unit (Unit Outcomes), and following individual lessons (Lesson Objectives) It is essential that these standards and outcomes are interconnected, ensuring that lesson objectives contribute to the attainment of level standards While these standards were established prior to the school year, they allowed for minor adjustments and reevaluations throughout the year.
The new English program curriculum and coursebooks published by Cambridge University Press have been adopted nationwide, impacting every private school from primary to high school A dedicated department, known as 'program coordinators,' oversees the implementation of this new program and monitors how each school applies the updated learning standards in their English as a Foreign Language (EFL) departments.
The learning standards were accessible on a dedicated website for teachers to ensure their lesson plans align with established guidelines All assessments, including projects and exams, were designed to measure student achievement against these standards, which were set at a broader level rather than by individual schools Test results, such as progress and final assessments, were analyzed to provide data on students' mastery of the learning standards, identifying areas of strength and weakness This information was also considered when evaluating students' readiness for the following school year.
Students may advance one or two levels if they surpass the majority of learning standards; however, they will need to retake the level if they do not meet sufficient learning standards Additionally, teacher professional standards play a crucial role in this assessment process.
The introduction of the 'Teacher Professional Standards' framework marks a significant change in evaluating teacher performance This framework, adapted from an international model, aims to enhance teaching quality and establish professional regulations within the education sector.
The outlined standards encompass three main domains of professional expertise, categorized into four career stages, detailing the essential qualities and practices teachers must demonstrate Schools set percentage targets for teachers meeting these standards, with the expectation that most achieve at least level two At the beginning of the school year, teachers received descriptors for each career stage and guidelines to assist in gathering evidence of their compliance Throughout the year, various workshops, training sessions, and activities such as observations and focus groups were conducted to support teachers in understanding the standards and collecting the necessary evidence.
This inquiry focuses on teachers' perceptions of two new reforms that impose performance expectations on both educators and their students It is crucial to highlight that the impressions gathered during the study were collected in the reforms' first year of implementation, potentially offering a unique perspective compared to regions where these policies have been in place for an extended period.
4.1.1.3 School values and priorities reshaped by two new policies on standards
The implementation of two new policies, the Learning Standards for the EFL subject and the Teachers' Professional Standards, is central to the core goals set by the EFL department To achieve these objectives, the Head of Department developed specific action plans that necessitate approval and oversight from the school board and program coordinators Each goal is accompanied by targeted action plans that guide teachers' instructional practices.
EFL Department’s goals and action plans
“Widely Important Goals” of the EFL Department and corresponding Action plans
(compiled from EFL Department’s meeting memo)
Goal 1: Ensuring the quality of the new English program
● Target 1: 100% teachers understand and effectively apply teaching methods suitable for standard-based teaching
1.1.1 Teachers participate in workshops and training and study documents on standard- based teaching, ensuring teachers can understand the learning standards of each level they teach as well as other level‘s standards
1.1.2 Teachers apply suitable teaching methods in classroom practice Head of Department and other teachers regularly observe the lesson and give feedback to help adjust their practices accordingly
● Target 2: Improve students reading skills (particularly extensive reading) through online reading platforms
1.2.1 Incorporate two online reading platforms [A] and [B] in the curriculum
1.2.2 Teachers and Head of Department report data on students‘ reading results (number of books, average quiz results, etc.) to find out the skills they need to improve
1.2.3 Teachers and Head of Department discuss and propose ways to support students in improving their reading skills
Goal 2: Ensuring the quality of the lesson plans
Target: 100% of lesson plans demonstrate accurately the lesson objectives and success criteria based on the online website [that display learning standards for each level]
The changes in teachers‘ conduct and subjectivities
4.1.2.1 The appeals of standards and data: clarity, objectivity and comprehensiveness a) Genuine appreciation and identification with the new standards‟ content and objectives
The introduction of the two new standards has led to a significant number of positive and appreciative comments from teachers, highlighting the enhanced clarity, objectivity, and transparency in their teaching practices and professional development.
Teachers widely recognize and value the new standard-based curriculum for its clearly defined learning standards, unit outcomes, and lesson objectives This clarity and direction enhance their teaching by providing a comprehensive overview of the educational goals.
I have a clear understanding of my students' goals and how my teaching activities align with achieving them Previously, I lacked a website that displayed learning standards, but now that I have one, teachers can easily see these standards and the connections between them.
Standards provide clear guidance on the appropriate level of knowledge for each lesson, ensuring that educators neither overwhelm nor underprepare students They clarify lesson requirements, preventing repetitive teaching methods across different grades, such as the Present Simple tense, which was often taught in the same way from grade 6 to grade 8.
Students will experience clarity in their learning due to a structured progression They will understand daily lesson objectives, review unit outcomes at the end of each unit, and align their studies with learning standards for end-of-term exams.
The analysis of learning standards provided valuable insights for pedagogical decisions, allowing educators to identify areas where students struggle and focus their review efforts for final exams Additionally, participants noted that data-driven feedback facilitated improved communication with parents.
We provide parents with high-quality feedback regarding their children's academic performance, which they greatly value For instance, several parents of Grade 7 students have reached out to inquire about specific areas where their children are struggling and what resources are available for improvement Utilizing data from previous progress tests and the end-of-term assessments, I recommend targeted resources to parents of students who need support in particular sub-skills.
The Teachers' Professional Standards serve as a valuable framework for educators' professional behavior, much like learning standards Many participants expressed that these standards motivated them to implement meaningful and beneficial changes in their teaching practices for the betterment of their students.
I aim to implement changes based on teachers' standards, particularly focusing on understanding each student as an individual My goal is to build strong rapport with my students by maintaining a positive attitude and high energy Additionally, I plan to clearly communicate expectations, such as conducting surveys for data collection and helping students grasp the purpose behind their tasks I also aspire to foster proactive collaboration with parents to enhance our understanding of their children.
The Teachers' Professional Standards have been highly valued, especially by those previously unfamiliar with teacher training Even seasoned educators found these standards to be illuminating, as they emphasized crucial elements often overlooked in traditional teaching methods.
I appreciate this set of standards because my university major previously lacked a strong emphasis on pedagogical aspects Now that I have access to these standards, I view them as a long-term goal to strive for.
I am particularly impressed by two key aspects: the ability to understand and interpret student data, and the active involvement of teachers This involvement fosters strong relationships with students and parents, helping them recognize their children's strengths and areas for improvement, while also encouraging parental engagement and support for the school.
44 improve their kids‘ skills [ ] (Uyen)
One of the strong appeals of the Teacher Professional Standards lies in its
‗rationality‘ and ‗objectivity‘, instead of relying on ‗emotions‘ or ‗vague, subjective judgements‘, which could give the teachers validation for their ideas, or a sense of certainty
I feel very satisfied with the comprehensive standards provided, as they align perfectly with what teachers need To assess a teacher's effectiveness, it makes sense to have them compile their skills into these standards, allowing for immediate evaluation The important concepts I had in mind are now clearly articulated within the standards, confirming that they reflect my thoughts accurately.
Establishing a clear set of standards is essential for managing my emotions effectively I prefer not to operate without guidelines, as it can lead to a sense of chaos A structured framework is necessary for all my activities, whether it's lesson preparation or work tasks, to ensure I stay focused and organized.
I feel that it will be uncomfortable if I have to operate in an environment without knowing what is ahead or what the requirements are… (Dang)
The new standards highlight the importance of continuous improvement for teachers, aligning well with the school's culture and practices Many educators expressed their appreciation for the professional development opportunities available, viewing them as a positive aspect of their workplace, as the Department consistently upholds high expectations for teacher growth.